Abstract:

The concept of capability describes both specific knowledge and professional skills acquired as a result of learning.

The need to link the academic with the professional world has increased the interest by generic or transversal skills. Because it complement the specific capabilities of each degree and facilitate the future integration of the student in the workplace.

Therefore, the development by the student of certain generic skills is an essential element to achieve the objective of joining in the future labor market, whatever the area of knowledge chosen.

We are talking about the development of capabilities that are common and necessary for carrying all professions. The generic skills are as different from one another as teamwork, the autonomous learning, the oral communication or the use of informatics tools, for example.

B-learning (blended learning) is defined as the process of teaching-learning which combines the non presentiality with presentiality. In the first case, the classroom is a physical space and in the second case, it is a virtual environment.

B-learning includes technological combinations (both synchronous and asynchronous online courses), the location (materials and resources are accessible from a variety of locations) and the different pedagogical approaches (formal and informal learning).

Most authors agree that, when used properly, the b-learning methodology represents a qualitative improvement over using only distance teaching methodology or using only face-to-face learning methodology. The idea, is to use the methodology appropriately to bring the advantages of both modalities separately, leaving aside the possible drawbacks.

In this context, the teacher should facilitate and manage the development of good practices to develop these advantages. The teacher should make a planning affecting the forms of interaction among: a) the student and teacher, b) the student and materials, and c) the student with other students.

The main objective of this paper is to investigate whether using B-learning methodology properly, the students develop generic skills. It also wants to investigate what capabilities transversal do best and which need more attention.

The results are based on surveys administered to students from three different subjects, in three different degrees of a Spanish public university. Students have received information on the objectives of the study and have decided to participate in the study voluntarily. The results show that, the methodology B-learning develops successfully the eight generic skills considered.

Keywords:

Transversal skills, generic skills, b-learning.